Whole School Intent Build independence & self-advocacy skills Develop understanding of the world around them Have a tool kit to manage emotions Develop understanding of how to keep themselves and others safe in a variety of situations including online
| Safeguarding across the Curriculum | Whole School Implementation Functional and cross curricular reinforcement Specific and engaging Use of real environments & resources Every day use of language and strategies Specific vocabulary
|
| Across the Pathways |
Nurture and Willow | Elm | Cherry |
Intent Developing self-awareness Building relationships with trusted adults Encourage increased independence in personal care Encourage and support interaction with the world around them Develop recognition of emotions Develop acceptance of co-regulation Being able to ask for ‘help’
Implementation Experiential and sensory learning inc Tac Pac Local visits Zone of Regulation: Recognising and naming emotions Exploratory approach to independence and life skills Online safety; Recognising own image, concept of sharing, concept of friends, limiting screen time Life skills woven throughout the curriculum
| Intent Developing self-awareness and awareness of others inc public & private, trusted adults Develop recognition of emotions in self and others Support understanding of the world around them Encourage independence in personal care Develop acceptance of co and self-regulation tools Developing communication skills for self-advocacy
Implementation Short activities including off-site visits Functional and active learning opportunities Zones of Regulation: recognising emotions, naming emotions in self and others. Managing emotions developing co-regulation tools and asking for help Building on Online Safety curriculum including differentiating between what is online and what is real Repeated opportunities to practice skills
| Intent Generalisation of life skills Developing self-advocacy Building understand & respect for fundamental values Develop recognition of emotions in self and others Develop acceptance of co & self-regulation tools Secure understanding of public & private Keeping selves and others around safe Building knowledge, understanding & skills relating to online safety and travel safety Understanding different types of relationships
Implementation Functional and cross curricular links SoSafe! Curriculum Zones of Regulation: recognising emotions, naming emotions in self and others. Managing emotions developing self-regulation tools and asking for help at school & outside Online Safety curriculum developing understanding of online dangers Off-site visits, Road safety & bike safety
|
Curriculum Content SoSafe!: This is designed for use with SEND learners and is a very clear rules-based approach to social safety. It uses a standardised framework of symbols, visual teaching tools and concepts to teach strategies for moving into intimate relationships in a safe and measured manner, and provides visual communication tools for reporting physical or sexual abuse Life Skills: We have identified a number of life skills that can be taught explicitly in school. These are Eating & drinking, Personal hygiene, Dressing & undressing, Road and travel safety in the community, Out & About Life events and Basic health & safety PSHE & RSE: PSHE and RSE are woven throughout the Oaklands curriculum. Students learn about Self Awareness, Self care, support & safety and Online Safety, healthy lifestyles, the world I live in. Some children also learn about physical changes relating to puberty, personalised to their learning needs. Online safety: We have constructed our own curriculum based on the Childnet.com STAR Toolkit, with key learning focused on 4 STAR areas: Safe; Trust; Action & Respect. This is within the Life Skills curriculum & where appropriate sessions may also be taught in the IT room. Zones of Regulation: This programmed is planned to be available across all pathways as either discrete lessons or support in building emotional language and awareness into daily classroom life.
Curriculum overviews and planning have been developed as appropriate for each pathway. The typical time budget for each pathway, including embedded practice and ‘teachable moments’ is as follows: |
Nurture and Willow | Elm | Cherry |
Emotional Regulation 5 hours per week (2.5 hours for Oakey boost, 2.5 hours on Tac Pac/sensory exploration) Independence & Life Skills are woven into the curriculum SoSafe! is interwoven into other areas of the curriculum | Emotional Regulation 5 hours per week (2.5 hours for Oakey boost, 2.5 hours on discrete teaching of Zones, sensory exploration, mindfulness activities). SoSafe! 1 hour per week (3x 20 minute sessions) Independence & Life Skills 2 hours per week | Emotional Regulation 5 hours per week (2.5 hours for Oakey boost, 2.5 hours on discrete teaching of Zones, sensory exploration, mindfulness activities). Independence & Life Skills sessions 2 hours per week SoSafe! 1 hour per week (3x 20 minute sessions) |
Strengths Safeguarding is embedded within staff training and meetings & student Emotional Regulation & well being is high profile across the school The language of Zones and So Safe! is well modelled by adults across the school Trips and visits off-site support children to generalise skills and learning about how to keep themselves safe Repeated revisiting of life skills in different contexts and with cross curricular links ensure pupils make good progress Progress is evidences in OPAL areas of Self-care and Self-care in the Community
|
Areas for Development To maximise every child's progress in communication skills to be able to effectively self-advocate to keep themselves safe (School Improvement Plan 23-24 Priority Pupil Voice) To ensure that all parents understand how we keep their child safe from bullying
|
Resources, Training and CPD Staff CPD & school resources-see staffshare & OneDrive folders; Advice & training powerpoints/video links for safeguarding, online safety, Zones, SoSafe!, hygiene, personal hygiene, road safety, sleep and toileting |